Evaluation and Support

Compensation

May 2015: Substitute Teachers

Welcome to the Teacher Trendline, NCTQ's
monthly newsletter designed just for school district officials (subscribe
here). Each month we use data from NCTQ'sTeacher
Contract Database to
highlight the latest trends in school district policies and collective
bargaining agreements nationwide. The database contains teacher policies from
118 school districts and two charter management organizations, including the 50
largest districts, the largest district in each state, Broad Prize winners,
Gates investment districts and members of the Council of the Great City
Schools.Teacher
policies from all 50 states are also included.Send feedback toteachertrendline@nctq.org.

Special
announcement: NCTQ is recruiting new members for our Teacher Advisory Group (TAG). The TAG supports NCTQ's work by providing a source of
teacher voice and perspective. We are seeking current classroom teachers who
are interested in contributing to our work and learning more about teacher
policy. Click here to learn more and apply. Applications
are due June 10.

Substitute teachers are in the news more than usual lately,
from reports of shortages
and outsourcing
to proposed changes in state
law around substitutes' education requirements. This month, our Teacher Trendline takes a look at substitute
teacher policies, covering education and licensing requirements, salary and
benefits.

Education and
licensing requirements

Most districts do not appear to require a college degree of
their substitutes. Across the districts
in the Teacher Contract Database, 49 districts require substitute teachers to
have a Bachelor's degree, 40 require an Associate's degree or some college
credit and 13 require only a high school diploma or GED. While most districts
address this issue in their contracts, 18 districts do not explicitly outline
education requirements for substitutes.

It is not as clear whether districts require substitutes to
have a teaching license. Almost half of
the districts in the database do not address the issue. This may be due to the
fact that licensure is generally an issue decided by the state. For the districts that do not mention
substitute licensing requirements in their contracts or local board policies,
we look to state regulations: 13 districts are in a state that requires a
license, while 27 are in states that do not.

The most common minimum daily pay rate for substitutes among
the districts in the Teacher Contract Database is between $71 and $90 per day.
The districts in our database with the highest minimum daily rates are Portland, OR ($182/day), Los Angeles ($173/day) and Milwaukee ($158/day).

It
is worth noting that districts often differentiate substitute teacher pay based
on qualifications or experience. Of the districts in the database, 66
differentiate pay based on at least one of the following criteria: the type of
license a substitute holds, level of education or experience, or the number of
days taught. For example, the minimum rate in Austin is $75 per day, but
substitutes with a college degree earn $80 per day and substitutes with a
teaching license earn $85 per day.

Pay is, of course, only one part of compensation. Some
districts provide health care coverage to substitutes, but the majority of
districts do not address this issue at all in contract or board policy.

Of the 28 districts that provide health
coverage, half provide health insurance only for long-term or full-time
substitutes, while the other half have other criteria for deciding who is
eligible.

Outsourcing
substitute teachers

Des Moines and Philadelphia recently made headlines (here
and here)
for considering outsourcing substitute teachers through a private staffing
company rather than hiring them through the district.

Just how prevalent is this phenomenon? According to 2014 data from the Bureau
of Labor Statistics, the vast majority of substitute teachers (93 percent)
are employees of elementary and secondary schools, but about 5 percent of
substitutes work for temporary employment services. While outsourcing
substitute teachers isn't a big trend yet, it will be interesting to see how
districts' substitute teacher policies change if it becomes a more common
practice; rest assured we'll cover those changes in a future Teacher Trendline.

Kency manages NCTQ's Teacher Contract Database and serves as the lead data analyst for district projects. She has a Master of Public Policy degree from American University where she focused on statistical analysis and education policy and a B.A. in Economics and Political Science from UCLA.